A foundational book by one of the most distinguished German humanists of the last half century, Tempus joins cultural linguistics and literary interpretation at the hip. Developing two controversial theses—that sentences are not truly meaningful in isolation from their contexts and that verb tenses are primarily indicators not of time but of the attitude of the speaker or writer—Tempus surveys a dazzling array of ancient and modern texts from famous authors as well as casual speakers of German, French, Italian, Spanish, Portuguese, Latin, and English, with a final chapter extending the observations to Greek, Russian, and world languages. A classic in German and long available in many other languages, Tempus launched a new discipline, text linguistics, and established a unique career that was marked by precise observation, sensitive cultural outreach, and practical engagement with the situation of migrants. Weinrich’s robust and lucid close readings of famous and little-known authors from all the major languages of western Europe expand our literary horizons and challenge our linguistic understanding.

Archaeology and Language I represents groundbreaking work in synthesizing two disciplines that are now seen as interlinked: linguistics and archaeology. This volume is the first of a three-part survey of innovative results emerging from their combination. Archaeology and historical linguistics have largely pursued separate tracks until recently, although their goals can be very similar. While there is a new awareness that these disciplines can be used to complement one another, both rigorous methodological awareness and detailed case-studies are still lacking in literature. Archaeology and Language I aims to fill this lacuna. Exploring a wide range of techniques developed by specialists in each discipline, this first volume deals with broad theoretical and methodological issues and provides an indispensable background to the detail of the studies presented in volumes II and III. This collection deals with the controversial question of the origin of language, the validity of deep-level reconstruction, the sociolinguistic modelling of prehistory and the use and value of oral tradition.

This book assembles a collection of papers in two different domains: formal syntax and neurolinguistics. Here Moro provides evidence that the two fields are becoming more and more interconnected and that the new fascinating empirical questions and results in the latter field cannot be obtained without the theoretical base provided by the former. The book is organized in two parts: Part 1 focuses on theoretical and empirical issues in a comparative perspective (including the nature of syntactic movement, the theory of locality and a far reaching and influential theory of copular sentences). Part 2 provides the original sources of some innovative and pioneering experiments based on neuroimaging techniques (focusing on the biological nature of recursion and the interpretation of negative sentences). Moro concludes with an assessment of the impact of these perspectives on the theory of the evolution of language. The leading and pervasive idea unifying all the arguments developed here is the role of symmetry (breaking) in syntax and in the relationship between language and the human brain.

Historical Research on Spoken Language: Corpus Perspectives uses historical sources to discuss continuity and change in spoken language. Based on two corpora compiled using data from sociological and anthropological studies of Victorian London and 1930s Bolton, the author shows how historical spoken corpora can illuminate the nature of spoken language as well as the attitudes, values and behaviour of the specific community represented in a corpus. This book: demonstrates how spoken language can be examined using material collected before the advent of sophisticated recording equipment and large-scale computerised corpora; shows how other written sources such as diaries, letters and existing historical corpora can be used to analyse informal language use as far back as the fifteenth century; provides insight into the longevity and resilience of many spoken language features which are often regarded as vernacular or non-standard; comes with a companion website which gives full access to the Bolton Worktown Corpus. Historical Research on Spoken Language is key reading for researchers and students working in relevant areas.

Imagery and Text, Second Edition extends the first edition s unified theory of cognition in literacy from the perspective of Dual Coding Theory (DCT), one of the most influential and empirically sound theories of cognition ever developed. This theory provides a comprehensive, systematic account of all major aspects of literacy including decoding, comprehension, and response in reading and composing in writing. The Second Edition updates DCT as a scientific theory, a cognitive theory, an embodied theory, and a constructivist theory of literacy. New content includes a detailed account of the decoding process and its integral connection to comprehension, a new program of research on DCT in composing text, a review of neuroscientific support, and increased attention to multimedia literacy, socio-cultural influences, and recent educational applications. More than any other theory, DCT explains how both verbal and nonverbal cognition are woven together through all aspects of literacy. Written in concise chapters with illustrative examples, "Imagery and Text" is approachable for both students and advanced scholars in the field of literacy.

This book argues that language systems determine language use to a greater extent than is generally assumed. The author demonstrates how the typological characteristics of a language determine even the most general aspects of our stylistic preferences. Through extensive analysis of examples in German and English, the author demonstrates how analogous options of sentence structure must be surrendered in order to achieve felicitous translations. Two major aspects that determine the appropriateness of language use are examined: language processing and discourse-dependency. Essential reading for translation scholars and linguists involved in the comparative study of English and German, this book will also be of interest to scholars of psycholinguistics and cognitive science, as well as translators and linguists more generally.

Tip-of-the-Tongue experiences are one of those illusive oddities of human cognition. Like slips of the tongue, deja vu, and visual illusions, TOTs dazzle us with their subjective strength, yet, at the same time, puzzle us with our frustrating inability to retrieve the desired word. This book discusses what little is known about TOTs and speculates about much of the rest of the riddle. Cognitive psychologists know a lot about processes but generally avoid issues of conscious experience and phenomenology. Because the larger goal of this book is to relate the TOT experience to the study of human phenomenology, it goes beyond the conventional cognitive psychology question, "What causes tip-of-the-tongue experiences?" to ask, "Why do we experience TOTs at all?"

The Routledge Handbook of World Englishes constitutes a comprehensive introduction to the study of World Englishes drawing on the expertise of leading authors within the field. The Handbook is structured in nine sections covering historical perspectives, core issues and topics and new debates which together provide a thorough overview of the field taking into account the new directions in which the discipline is heading. Among the key themes covered are the development of English as a lingua franca among speakers for whom English is a common but not first language, the parallel development of English as a medium of instruction in educational institutions throughout the world and the role of English as the international language of scholarship and scholarly publishing, as well as the development of 'computer-mediated' Englishes, including 'cyberprose'. The Handbook also includes a substantial introduction and conclusion from the editor. The Routledge Handbook of World Englishes is the ideal resource for postgraduate students of applied linguistics as well as those in related degrees such as applied English language and TESOL/TEFL.

This work seeks to chart what happens in the embodied minds of engaged readers when they read literature. Despite the recent stylistic, linguistic, and cognitive advances that have been made in text-processing methodology and practice, very little is known about this cultural-cognitive process and especially about the role that emotion plays. Burke's theoretical and empirical study focuses on three central issues: the role emotions play in a core cognitive event like literary text processing; the kinds of bottom-up and top-down inputs most prominently involved in the literary reading process; and what might be happening in the minds and bodies of engaged readers when they experience intense or heightened emotions: a phenomenon sometimes labelled "reader epiphany." This study postulates that there is a free-flow of bottom-up and top-down affective, cognitive inputs during the engaged act of literary reading, and that reading does not necessarily begin or end when our eyes apprehend the words on the page. Burke argues that the literary reading human mind might best be considered both figuratively and literally, not as computational or mechanical, but as oceanic.

Archaeology and Language III interprets results from archaeological data in terms of language distribution and change, providing the tools for a radical rewriting of the conventional discourse of prehistory. Individual chapters present case studies of artefacts and fragmentary textual materials, concerned with the reconstruction of houses, maritime technology, pottery and grave goods.

This Routledge Linguistics Classic is here reissued with a new preface, a new final chapter and a revised bibliography. Authority in Language explores the perennially topical and controversial notion of correct and incorrect language. James and Lesley Milroy cover the long-running debate over the teaching of Standard English in Britain and compare the language ideologies in Britain and the USA, involving a discussion of the English-Only movement and the Ebonics controversy. They consider the historical process of standardisation and its social consequences, in particular discrimination against low status and ethnic minority groups on the basis of their language traits. In the new final chapter, James and Lesley Milroy look at the histories created over some centuries for English, considering the scholarly activity itself as ideologically loaded. Authority in Language is indispensable reading for educationalists, teachers and linguists and a long-standing text for courses in sociolinguistics, modern English grammar, history of English and language ideology.

The Dravidian language family is marked historically by a protracted struggle between Tamil and its aggressively assertive supremacy, and the consequent peripheralizing of other majoritarian languages of the region. This book looks at the development of Telugu -- with its unique grammatical and lexical tradition as instrumental in the construction of the concept of the Dravidian language family in 1816, and in the development of comparative linguistics since that time. The author's arguments locate Telugu in multiple matrices: of historical and theoretical Orientalism; the colonial state's interest in native languages; the politics of state patronage; questions of cultural assimilation and divergence; the overbearing presence of Tamil and its literary traditions; and the related inter- and intra-civilizational dialogues. The book thus grapples with the tortured emergence of Telugu -- a product of the dynamics of Andhra society, economy, polity and culture influenced and driven by Muslim, Hindu and Western influence.With its richly textured narrative, this book will be of interest to those in the fields of history, sociology, socio-linguistics, colonial studies, and literature, apart from the generally interested reader.

Aimed at both biblical scholars and those interested in linguistic theory, this book makes use of insights from a modern theory of communication, Relevance Theory in examining the function of the particle. Margaret Sim sheds a new light onto the interpretation of certain key texts in the Gospels. In so doing, she shows how the ideas of theoretical pragmatics can be brought to bear on the study of other fields to enable new and exciting perspectives to be opened up on difficult problems of translation and interpretation. Marking Thought and Talk in New Testament Greek claims that the particle does not have a lexical meaning of "in order that," contrary to accepted wisdom, but that it alerts the reader to expect an interpretation of the thought or attitude of the implied speaker or author. Evidence is adduced from pagan Greek and in particular the writings of Polybius, Dionysius of Halicarnassus, and Epictetus, as well as the New Testament. The implications of this claim give an opportunity for a fresh interpretation of many problematic texts.

This volume, first published in 1960 to commemorate the one hundredth birthday of Jespersen, collects together as many of his writings as possible in order to allow students of the English language, or indeed of language in general, to read those shorter papers which have hitherto escaped their notice. The layout of the book largely follows the nature of the subjects dealt with: English grammar, phonetics, history of English, language teaching, language in general, international language and miscellaneous papers.

This text makes use of contemporary work in linguistics to provide up-to-date commentary on the development of Latin, from its prehistoric origins in the Indo-European language family, through the earliest texts, to the creation of the Classical Language of Cicero and Vergil, and examines the impact of the spread of spoken Latin through the Roman Empire.
The first book in English in more than 50 years to provide comprehensive coverage of the history of the Latin language
Gives a full account of the transformation of the language in the context of the rise and fall of Ancient Rome
Presents up-to-date commentary on the key linguistic issues
Makes use of carefully selected texts, many of which have only recently come to light
Includes maps and glossary as well as fully translated and annotated sample texts that illustrate the different stages of the language
Accessible to readers without a formal knowledge of Latin or linguistics

Through the lens of cognitive science, Jokes and the Linguistic Mind investigates jokes that play on some aspect of the structure and function of language. In so doing, Debra Aarons shows that these linguistic jokes can evoke our tacit knowledge of the language we use. Analyzing hilarious examples from movies, plays and books, Jokes and the Linguistic Mind demonstrates that tacit linguistic knowledge must become conscious for linguistic jokes to be understood. The book examines jokes that exploit pragmatic, semantic, morphological, phonological and semantic features of language, as well as jokes that use more than one language and jokes that are about language itself. Additionally, the text explores the relationship between cryptic crossword clues and linguistic jokes in order to demonstrate the difference between tacit knowledge of language and rules of language use that are articulated for a particular purpose. With its use of jokes as data and its highly accessible explanations of complex linguistic concepts, this book is an engaging supplementary text for introductory courses in linguistics, psycholinguistics and cognitive science. It will also be of interest to scholars in translation studies, applied linguistics and philosophy of language.

Viking Mediologies is a study of pre-modern multimedia rooted in the embodied poetic practice of Viking Age skalds. Prior study of the skaldic tradition has focused on authorship-distinctions of poetic style, historical contexts, and attention to the oeuvres of the skalds whose names are preserved in the written tradition. Kate Heslop reconsiders these not as texts but as pieces in a pre-modern media landscape, focusing on poetry's medial capacity to embody memory, visuality, and sound. Mobile, hybrid, diasporic social formations-bands of raiders and traders, petty kingdoms, colonial expeditions-achieved new prominence in the Viking Age. Skalds offered the leaders of these groups something uniquely valuable. With their complicated poetry, they claimed to be able to capture shared contingent meanings and re-mediate them in named, memorable, reproducible works. The commemorative poetry in kviduhattr remembers histories of ruin and loss. Skaldic ekphrasis discloses and reproduces the presence of the gods. Drottkvaett encomium evokes for the leader's retinue the soundscape of battle. As writing arrived in Scandinavia in the wake of Christianization, the media landscape shifted. In the poetry of the twelfth and thirteenth centuries, skalds adjusted to the demands of a literate audience, while the historical and poetological texts of the Icelandic High Middle Ages opened a dialogue between Latin Christian ideas of mediation and local traditions. In the Second Grammatical Treatise, for example, the literate technology of the grid is used to analyze the complex resonances of drottkvaett as the output of a syllable-spewing hurdy-gurdy-a poetry machine. Offering both new readings of both canonical works such as Ynglingatal, Ragnarsdrapa, and Hattatal, and examinations of lesser-known texts like Glymdrapa, Liknarbraut, and Sturla THordarson's Hakonarkvida, Viking Mediologies explores the powers and limits of poetic mediation.

Through the lens of cognitive science, Jokes and the Linguistic Mind investigates jokes that play on some aspect of the structure and function of language. In so doing, Debra Aarons shows that these 'linguistic jokes' can evoke our tacit knowledge of the language we use. Analyzing hilarious examples from movies, plays and books, Jokes and the Linguistic Mind demonstrates that tacit linguistic knowledge must become conscious for linguistic jokes to be understood. The book examines jokes that exploit pragmatic, semantic, morphological, phonological and semantic features of language, as well as jokes that use more than one language and jokes that are about language itself. Additionally, the text explores the relationship between cryptic crossword clues and linguistic jokes in order to demonstrate the difference between tacit knowledge of language and rules of language use that are articulated for a particular purpose. With its use of jokes as data and its highly accessible explanations of complex linguistic concepts, this book is an engaging supplementary text for introductory courses in linguistics, psycholinguistics and cognitive science. It will also be of interest to scholars in translation studies, applied linguistics and philosophy of language.

Intelligibility is the term most generally used to address the complex of criteria that describe, broadly, how useful someone's English is when talking or writing to someone else. Set within the paradigm of world Englishes -- which posits that the Englishes of the world may be seen as flexibly categorized into three Circles (Inner, Outer, Expanding) in terms of their historical developments -- this text provides a comprehensive overview of the definitions and scopes of intelligibility, comprehensibility and interpretability, and addresses key topics within this paradigm: * Who -- if anyone -- provides the models and norms for a given population of English users? * Hybridity and creativity in world Englishes * Evaluating paradigms: misinformation and disinformation * Practicalities of dealing with the widening variety of Englishes * Is English "falling apart"? The much-debated issue of intelligibility touches not only sociolinguistic theory but all aspects of English language teaching, second language acquisition, language curriculum planning, and regional or national language planning. Designed for students, teacher educators, and scholars internationally, each chapter includes Topics for Discussion and Assignments' and Suggestions for Further Reading'.

Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory.

The chapters are organized in four sections. The first concerns the nature of the relations between script and speech that make reading possible, considering how different theories of phonology may illuminate the implication of these relations for reading development and skill. The second set of chapters focuses on phonological factors in reading acquisition that pertain to early language development, effects of dialect, the role of instruction, and orthographic learning. The third section identifies factors beyond the phonological that may influence success in learning to read by examining cognitive limitations that are sometimes co-morbid with reading disabilities, contrasting the profiles of specific language impairment and dyslexia, and considering the impact of particular languages and orthographies on language acquisition. Finally, in the fourth section, behavioral-genetic and neurological methods are used to further develop explanations of reading differences and early literacy development.

The volume is an essential resource for researchers interested in the cognitive foundations of reading and literacy, language and communication disorders, or psycholinguistics; and those working in reading disabilities, learning disabilities, special education, and the teaching of reading.

Preaching the Old Testament responsibly poses a challenge for busy pastors. With skill and realism, Using Old Testament Hebrew in Preaching provides a workable guide to unearthing its treasures. Wegner emphasizes the importance of using Hebrew in preparation for preaching and offers a detailed process for moving from text to exegesis to proclamation. Homiletics and Hebrew students will profit from the bibliographies and illustrations that reinforce the benefits-to both the preacher and the congregation-that come when using the Old Testament's original language for preaching. Using Old Testament Hebrew in Preaching will motivate professionals, pastors, and students to delve into the richness of the Hebrew Old Testament, and will equip them to probe new depths in preaching the Old Testament to contemporary believers.

The last few decades have been among the most dynamic within recent British cultural history. Artists across all genres and media have developed and re-fashioned their practice against a radically changing social and cultural landscape ? both national and global.

This book takes a fresh look at some of the themes, ideas and directions which have informed British art since the later 1980s through to the first decade of the new millennium. In addition to discussing some iconic images and examples, it also looks more broadly at the contexts in which a new ?post-conceptual? generation of artists, those typically born since the late 1950s and 1960s have approached and developed aspects of their professional practice.

Contemporary British Art is an ideal introduction to the field. To guide the reader, the book is organised around genres or related practices ? painting; sculpture and installation; and film, video and performance. The first chapter explores aspects of the contemporary art market and some of the contexts within which art is made, supported and exhibited. The chapters that discuss various genres of art practice also mention books that may be useful to support further reading.

Extensively illustrated with a wide range of work (both known, and less well-known) from artists such as Chris Ofili, Rachel Whiteread, Damien Hirst, Banksy, Anthony Gormley, Jack Vettriano, Sam Taylor-Wood, Steve McQueen and Tracey Emin, and many more.

This work seeks to chart what happens in the embodied minds of engaged readers when they read literature. Despite the recent stylistic, linguistic, and cognitive advances that have been made in text-processing methodology and practice, very little is known about this cultural-cognitive process and especially about the role that emotion plays. Burke's theoretical and empirical study focuses on three central issues: the role emotions play in a core cognitive event like literary text processing; the kinds of bottom-up and top-down inputs most prominently involved in the literary reading process; and what might be happening in the minds and bodies of engaged readers when they experience intense or heightened emotions: a phenomenon sometimes labelled "reader epiphany." This study postulates that there is a free-flow of bottom-up and top-down affective, cognitive inputs during the engaged act of literary reading, and that reading does not necessarily begin or end when our eyes apprehend the words on the page. Burke argues that the literary reading human mind might best be considered both figuratively and literally, not as computational or mechanical, but as oceanic.

Language is of central importance in children's development and vital for their success at school and in the world beyond. Designed for the many professionals involved in encouraging language development, Early Language Development, originally published in 1990, will enable them to get to grips with the practical issues of helping children with language difficulties. John Harris provides an invaluable summary of recent research on language development and how it relates to the practical concerns of language assessment and language teaching. Readers are given a clear account of the ways in which research has expanded our understanding of just what language is and how this has led to different approaches to language assessment. Various theories of language development are summarised and discussed in terms of their implications for language teaching. Dr Harris also describes different ways of encouraging language development and explains how teachers and therapists can overcome the special problems faced by children with particular difficulties, such as visual impairment, hearing impairment, general learning difficulties, and environmental deprivation. With its emphasis on the relevance of research-based knowledge to practical concerns, the book provides a useful bridge between the world of research and practice. It will be of particular interest to teachers of young children, speech therapists, and child psychologists, as well as to students taking courses on child development, and to parents of young children.